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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus
Mostafa Nazari, Peter I. De Costa
Journal of Teacher Education (2021) Vol. 73, Iss. 4, pp. 366-380
Closed Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

“I am Fed Up with the Criticisms”: Examining the Role of Emotional Critical Incidents in a Novice Teacher’s Identity Construction
Ali Derakhshan, Mostafa Nazari
The Asia-Pacific Education Researcher (2022) Vol. 32, Iss. 4, pp. 449-458
Closed Access | Times Cited: 43
TESOL teacher educators in higher education: A review of studies from 2010 to 2020
Rui Yuan, Icy Lee, Peter I. De Costa, et al.
Language Teaching (2022) Vol. 55, Iss. 4, pp. 434-469
Closed Access | Times Cited: 32
Novice language teacher emotion labor and identity construction: A community of practice perspective
Mostafa Nazari, Haniye Seyri, Sedigheh Karimpour
Teaching and Teacher Education (2023) Vol. 127, pp. 104110-104110
Closed Access | Times Cited: 22
Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study
Mostafa Nazari, Sedigheh Karimpour
International Journal of Applied Linguistics (2023) Vol. 33, Iss. 2, pp. 150-168
Closed Access | Times Cited: 20
Novice language teachers steer their emotional vulnerabilities toward exercising agency: A dialogical-community of practice study
Mostafa Nazari, Guangwei Hu
Teaching and Teacher Education (2024) Vol. 152, pp. 104759-104759
Closed Access | Times Cited: 6
Novice language teacher identity construction: similarities, differences, and beyond
Mostafa Nazari, Peter I. De Costa, Sedigheh Karimpour
Educational Linguistics (2023) Vol. 2, Iss. 1, pp. 1-28
Open Access | Times Cited: 15
Midwestern Teachers’ Developing Equity-Based Mindsets and Practices Over Time: Using Virtual Coaching Cycles for Teacher Transformation
Nicole King, Gregory Child, Kim Song, et al.
Journal of Language Identity & Education (2025), pp. 1-22
Closed Access
The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review
Khoa Dang Truong, Ngo Cong-Lem, Bingqing Li
Teaching and Teacher Education (2025) Vol. 158, pp. 104967-104967
Open Access
Investigating the perceptions of self‐efficacy of in‐field and out‐of‐field home economics teachers
Donna Pendergast, Sarah McManus, Anna Elizabeth Du Plessis, et al.
Family and Consumer Sciences Research Journal (2025) Vol. 53, Iss. 3
Open Access
The Interplay of Emotion Regulation, Resilience, and Teacher Identity: A Structural Equation Modeling Study of Chinese Middle School English Teachers
Yang Gao, Xiaochen Wang, Barry Lee Reynolds
Psychology in the Schools (2025)
Open Access
Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum: A dialogical-self theory approach
Gang Zhu, Mingyang Chen
Teaching and Teacher Education (2022) Vol. 117, pp. 103734-103734
Closed Access | Times Cited: 14
Language teacher professional curiosity: Understanding the drive for professional development
Sarah Mercer, Mirosław Pawlak
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 2
Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents
Abdul Karim, Fitria Hi Mhd Amin, Muhammad Kamarul Kabilan, et al.
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 2
Reflecting on Reflections Concerning Critical Incidents in Developing Pre-Service Teachers’ Professional Identity: Evidence from a TESOL Education Project
Abdul Karim, Muhammad Kamarul Kabilan, Shahin Sultana, et al.
English Teaching & Learning (2023) Vol. 48, Iss. 3, pp. 291-318
Open Access | Times Cited: 5
Young- and adult-learner language teachers’ social justice-oriented practices and professional identity construction
Mostafa Nazari, Farhad Ghiasvand, Maryam Kogani
International Journal of Educational Research (2024) Vol. 127, pp. 102435-102435
Closed Access | Times Cited: 1
Language Teachers Actualising Their Vision: An Identity-Focused Approach to Teachers’ Continuing Professional Development
Mai Xuan Nhat Chi Nguyen, Phung Dao, Huy Van Nguyen, et al.
RELC Journal (2024)
Open Access | Times Cited: 1
Exploring the Role of Religious Ideology in English Language Teachers’ Identity Construction: A Community of Practice Perspective
Sedigheh Karimpour, Roya Jafari, Mostafa Nazari
The Asia-Pacific Education Researcher (2022) Vol. 33, Iss. 1, pp. 83-92
Closed Access | Times Cited: 5
Exploring Iranian ESP teachers’ language-related critical incidents
Hassan Nejadghanbar, Guangwei Hu, Matin Mohammadi
Ibérica (2024), Iss. 47, pp. 175-200
Open Access
Incidentes críticos en educación infantil: tipo y emociones experimentadas por educadoras de párvulos
Ignacio Figueroa-Céspedes, Esteban Fica-Pinol
Educación y Humanismo (2024) Vol. 26, Iss. 47
Open Access
Preservice Teachers’ Reflecting on Reflections of Critical Incidents: Effects on Professional Development and Identity Construction
Muhammad Kamarul Kabilan, Abdul Karim, Shahin Sultana, et al.
Journal of Teacher Education (2024)
Closed Access
Reflective practice as a tool for teacher education: a comparison between individual and peer reflection of Iranian EFL teachers
Mohammad Zohrabi, Ismail Xodabande
Discover Education (2024) Vol. 3, Iss. 1
Open Access
A longitudinal qualitative study on Iranian university lecturers' identity reconstruction during the COVID-19 pandemic through text-mining: a dynamic approach
Maria Shobeiry
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access
Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher
Seyyed‐Abdolhamid Mirhosseini, Golgis Bayat
TESOL Quarterly (2022) Vol. 57, Iss. 4, pp. 1463-1489
Closed Access | Times Cited: 2
Teacher Appraisal Systems of Critical Incidents Experienced in Iranian EFL Classroom Context
Husain Abdulhay
Journal of English Language Teaching and Linguistics (2023) Vol. 8, Iss. 2, pp. 211-211
Open Access
Impact of Faculty Development Programs in ELT & Professional Development
A. K. Verma, Prateek Saurabh Shrivastava
International Journal For Multidisciplinary Research (2023) Vol. 5, Iss. 5
Open Access
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